Examining School Engagement and Self-Concept by Grade Level Among at-Risk Middle School Students

2014 ◽  
Author(s):  
Joshua M. Henderson ◽  
Jennie Park-Taylor ◽  
Griselle Baret ◽  
Chana B. Krupka ◽  
Mikaela Pitcan
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Engagement ◽  
Grade Level ◽  
Self Concept ◽  
School Students

scholarly journals Positive Attitude Program’s Impact upon Self-Concept across Childhood and Adolescence // Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: El papel mediador del compromiso académico y la autoeficacia

2016 ◽  
Vol 21 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante ◽  
Vanda Sousa
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Elementary Students ◽  
Repeated Measures ◽  
Self Report ◽  
Self Concept ◽  
Childhood And Adolescence ◽  
School Students ◽  
Social And Emotional ◽  
Repeated Measures Design

This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. 

scholarly journals IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES

2019 ◽  
Vol 18 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Ayşegül Ergün
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Male Students ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Grade Level Differences ◽  
And Mathematics ◽  
Descriptive Survey

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students’ interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.

Epistemological Differences Between Gifted and Typically Developing Middle School Students

2019 ◽  
Vol 42 (2) ◽  
pp. 164-184
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Gifted Students ◽  
Developmental Differences ◽  
Typically Developing ◽  
Learning Context ◽  
School Students ◽  
Substantial Impact ◽  
Personal Epistemologies

Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.

Compilation of Norm about the Scale of Self-Concept on Junior Middle School Students in the Northwest China Region

2011 ◽  
Vol 179-180 ◽  
pp. 1296-1302
Author(s):  
Xiao Jun Zhao ◽  
Ming Ji ◽  
Xu Qun You ◽  
Chang Xiu Shi ◽  
Yin Sheng Xia ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Liberal Arts ◽  
Northwest China ◽  
Gansu Province ◽  
Self Concept ◽  
School Students ◽  
Autonomous Region ◽  
Self Worth ◽  
China Region

The purpose of this paper was to establish norm about the scale of self-concept on junior middle school students in the northwest China region by using the self-concept scale on junior middle school students in the northwest China region. The random samples of 1681 from Shannxi province, Gansu province, Ningxia autonomous region, Xinjiang autonomous region carried out the study. The results of the F test showed that there were significant differences in grade, gender, gender and grade interaction effect on most dimensions of self-concept. The study gave the norm of 10 factors about liberal arts self-concept, science self-concept, arts self-concept, family self-concept, friends self-concept, self-worth, mental and physical self-concept, appearance self-concept, conscience, honesty and second-order factors about academic self-concept, interpersonal self-concept, own self-concept, moral self-concept for the male and female students.

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